IES Ramón del Valle Inclán, secondary school in Seville, offers two degrees of Vocational Training in Computers and Communications: an intermediate level degree on Microcomputer Systems and Networks and an advance degree on Development of Multiplatform Applications. Although our students have very good acceptance among companies in the sector, the changing nature of this in terms of technology, forces us to be in continuous formation. One of the leading technologies in the market is the deployment of services, infrastructures and development platforms in the cloud. For this reason we believe that Erasmus projects are an ideal framework to be able to meet this need that not only implies an improvement in the vocational training of our students but also in their linguistic and cultural competences allowing the personal and social growth of these participants ( Not only students but also teachers). We are a young center with only 20 years of age and we wish to take the step in this type of Erasmus projects. The center has experience in annual exchanges with other European schools and in participation in Comenius associations. For its development we can count on the participation of other European schools: a German center (BBS Osterholz-Scharmbeck), an Italian (Istituto D'Istruzione Superiore Einaudi Pareto), a Greek (1 EPAL CHIOU) and our own Spanish center. The project is aimed at students of Vocational Training. The duration of the project is 2 years with 7 transnational meetings during 2017/18 and 2018/19. The development of the project involves the staging of different activities: .- Analysis of current cloud solutions to know the market and be able to adopt a better decision when choosing one. .- Explore solutions that allow us to access with free accounts and other accounts that are paid like SaaS, PaaS and IaaS The expected impact on participating organizations and individuals is: .- The updating of the didactic programs adapted to the leading technologies and demanded by the companies. .- The companies will receive better trained technicians that will improve their socioeconomic environment. .- Change in teaching methodology from a more traditional use of physical equipment with virtual machines, to laboratories in the cloud that will allow the student to perform the tasks from any location outside the physical buildings of schools. This new model will speed up the development of lessons, which will allow a better technical preparation of our students. .- Improvement in the internationalization of the centres by creating networks with other schools that share the same teaching style which will help the performance of future projects: trainees in foreign companies, new group projects, etc. .- Improvement in the linguistic competence of students and teachers. .- Empowering the European spirit Evaluation questionnaires will be carried out to assess the degree of acquisition of the expected objectives. These questionnaires will be carried out by students, teachers and companies. We believe that one of the most important phases in the development of a project is the dissemination of the project, since it benefits the whole educational community and the most direct environment of the school. In order to get this we will perform the following actions: - Make it known to the faculty of teachers and school council as well as educational authorities. .- Publish them on the web of participating centers. .- Invitation to local newspapers. .- Publish in the educational magazine of the community, as national and European .- Publish in social networks of both the center and personal.

"<< Background >>Partners in the DD@S project, Democratic Dialogue at school, share their vision, common ideas and approaches to handle difficult situations that originate in the context of sociocultural diversity at school. One of the greatest difficulties for teachers is the management of ""difficult"" classes. The term ""difficult class"" refers to a class with relational, emotional and communication difficulties, considering the relationships with pupils, between pupils and very often, with pupils’ parents. In the classroom, teachers experience difficulties in teaching themes such as homosexuality, terrorism, racism, religion, ... Peer support of colleagues in how to deal with potential intercultural conflicts at school is highly important. Specific dialogue skills, creating a mutual dialogue, can contribute to an inclusive educational environment that fosters a sense of belonging between school team, teachers, pupils and parents. But, teachers feel unconfident in facilitating dialogue about controversial themes. DD@S contributes in the professional development of teachers to acquire effective dialogue skills to cope with ethnic, religious and multicultural conflict situations at school. Partners within this project, believe in the strength of dialogue to tackle intolerance and discrimination at school to stimulate inclusive education all over Europe.<< Objectives >>The aim of the DD@S project is to strengthen European secondary school teachers in dealing with multicultural challenges at school. By developing a gamification based online training, the DD@S training, it provides a professional development training in dialogue skills. This method supports school teachers in reflective thinking, communication skills and dialoguing on controversial themes, such as religious or ethnic intolerance. Additionally, the project provides a toolkit, teacher modules with theoretical information, applied in good practices, a guide for implementation and policy recommendations about the preconditions for implementing DD@S at school.Eight partners out of 4 different countries collaborate in the project, emerging both theoretical frameworks with in-field applications and good practices from within the field of education. Crucial actors within the project are school teachers who participate and collaborate in the development of the project. As a result of the DD@S project, teachers in the participating organizations will feel confident in dealing with controversy and intolerance at school, more specifically, intolerance towards pupils, colleagues, parents or themselves. DD@S aims to directly address about 75 school teachers in each participating country. Additionally the project team has a large network that has the capacity to reach over 1000 schools per participating country for further dissemination of project results.<< Implementation >>In an international professional learning community of experts in democratic and intercultural dialogue, gamification based online learning and secondary school teachers, the DD@S project emerges. For the development of the toolkit, the teacher modules and the scenarios of the gamification based online training, the project team organizes surveys and interviews with secondary school teachers in focus groups. Then, a trial of the online training is organized with participating teachers and discussed for further improvement before the final version is launched.Learning, teaching and training activities promote exchange of expertise and good practices for the gamification based dialogue training, the toolkit, the teacher modules and policy recommendations. In addition, these activities train participants in the full project deployment of DD@S at national level in each country.Finally, within the broad network of the project partners and associate partners will disseminate project results at European level.<< Results >>The project results in dialogue competent teachers who feel confident in mutual dialogue in their professional lives, especially within a superdiverse school context.The project results are:a gamification based online training in democratic dialogue,a toolkit with tools and good practices, needed to implement DD@S in schools; including a content managed system and guide to help teacher teams in developping their own specific training cases;teacher modules and a guide for implementation;policy recommendations;Other expected project outcomes at individual level are an increase in awareness about the sensitivities of multicultural challenges at school. At microlevel, the project results in an effective coping strategy within the school team, for these challenges. This leads to a tolerant and inclusive school climate. On the long term, a tolerant and inclusive school climate leads to an increasement of well-being for all actors within the school."

<< Objectives >>The project intends to create a coherent set of activities, on how students in secondary education can reach out to the environmental treasure outside of their schools and develop inner skills allowing them to analyse and communicate the aforementioned treasure.In so doing, students will be able to analyse any form of the environmental situation presented before them, grasping its needs, unique qualities, and threats even beyond those taught by the school curricula.<< Implementation >>The partners will implement 5 work packages:WP1 Project Management and CoordinationWP2 Capacity building workshops for teachersWP3 Creating environmental experiencesWP4 Learning through the local environment WP5 Promotion and Awareness Raising<< Results >>The project will support the education of students in one of the most sensitive areas for the current status of our societies - sustainability and climate change. The participants, teachers and students, will be able to benefit from a deeper connection to the environment and become enlightened regarding the most recent principles of sustainability, through innovative digital technologies to make this message relevant and modern.

"In this project countries of greatly diverse cultural and ethnic diversity come together to address unhealthy diets of our learners and their families. Thus adressing obesity and obesity related deseases like diabetes which is more alarming among our European minority groups than among others. The presence of a Turkish partner and one from a Creole background will secure the address to our minorities who merit special attention in our society.We want to involve our students in all of our activities like developing new and healthy snacks for school consumption, putting up a school garden to grow our own products, promoting entrepreneurship by selling the products from the garden and the self made new snacks and other food. Aspects of entrepreneusrship like legislation, hygiene, planning and budgetting are part of this learning activity. A school kiosk will serve as a selling point but our students will also go to markets and into the local community thus effecting a greater impact around. Social empathy will be enhanced by stimulating them to donate their profits and food surplusses to charity institutions and food banks, mosques and churches. In this way also increasing the impact upon the local community.The project also provides teaching materials on food, nutrients, food labels and eating habits both in the convential way by means of courses, practical and theoretical, but also in an informal way, applying improvising on Story Telling, competitions, fotography and Theatre work. New Technologies like creating new Apps for food waste reduction will likely trigger the interest of our students.During transnational learning activities students will show to the Project Community what they have done through Power Point Presentations, videos, food products, etc. They will cook and eat together adding to atmosphere and learning, enhancing mutual respect and battling xenofobia.Traditional cooking will be introduced again since cooking becomes a skill more and more obsolete among the new generation. Good and healthy food being replaced by fast food products. We want our students to cook again, also using old and forgotten vegetables, fresh herbs and local products.Next, Future Food will be a topic for our project. Waste reduction and Future Food being topics on the subject ""how to feed the planet in this century? "" which is also the theme of ""Expo 2015 "". Waste reduction, application of food surplusses and the use of local products must be included into our action. Using a tap water fountain at school instead of bottled water will be one of our promotions in this sense.Each school contributes to the entire project with their specific competencies.The collective activities as described above will promote the interest of pupils and reduce Early School Leaving. Next, Early School Leaving programs among our partners will be compared and elements copied.Tests and inquiries will monitor the learning and motivation effect upon the learners and their parents.The colleagues at the respective schools will be informed on a regular basis and asked for help, advise and participation.For dissimination activities we use activities in the local community as mentioned above, school project corners and posters, presentations for the school community and parents, local press, Magazines, an e-book, a virtual classroom, a Website, internet like Youtube, Facebook, Twitter and other Social Media. Etwinning will be part of the dissimination activities."

Enhancing Active Citizenship through DEBATE gave the possibility to bring together learners and teachers from Italy, Bulgaria, Turkey, Greece,Poland to empower them with active citizenship skills; to strengthen the ownership of European policy issues by focusing on the youth’s lived experience through DEBATE. The project was a way to create innovative methodological solutions for un-formal education about European issues; to discuss topics of European significance in a safe, multicultural environment; to translate the principles of balanced, problem-based, argumentatively supported dialogue into a DEBATE, to innovate school curricula of the participant countries (one totally new to Erasmus+ programme) who benefited, through the exchange of good practices, the expertise of skilled trainers in this field. In the spirit of the project there was the willingness to reflect on the importance of active citizenship and different possibilities for civic action, especially for the young people, and understand how skills and knowledge built by debating approach can lead to more active young people and can have direct impacts on broader society. In the course of the project they haven’t only learned how to argue their ideas more eloquently, critically, and reasonably, and from their position, they were incentivized to understand the other side and were forced to realize there are two sides of every story, and that both sides might be rational and convincing. The project priorities were: social inclusion, promoting the acquisition of skills and competences, strengthening the profile(s) of the teaching profession.The project has certainly contributed significantly to the achievement of the following objectives:1. Elevate proficiency in the four English language skills.2. Develop and enhance Media Literacy knowledge.3. Increase reading comprehension skills. 4. Acquire argumentative literacy skills. 5. Increase social and cultural skills. 6. Strengthen the profile (s) of the teaching profession through training by supporting it in the adoption of collaborative and innovative practices, both digital and non-digital, and new methods of assessment.The 6 short-term exchange activities of groups of pupils were dedicated to a debate tournament with mixed teams thus promoting ‎cooperation and providing for multicultural experience in a working environment. INTERNET/SOCIAL MEDIA ‎, MULTICULTURALISM/XENOPHOBIA, GENDER, HATESPEECH/CYBERBULLYING, RESPONSABİLİTY TOWARDS THE CULTURAL HERİTAGE , EUROPEAN ISSUES were the topics selected to formulate the motions to be debated. The conceptual framework of the project was centered on four citizenship education competence areas: 1: Interacting effectively and constructively with others, including personal development (self-confidence, personal responsibility and empathy),communicating and listening;and cooperating with others. 2: Thinking critically, including reasoning and analysis, media literacy, knowledge and discovery, and correct and aware use of internet sources. 3: Acting in a socially responsible manner, including respect for the principle of justice and human rights; respect for other human beings, for other cultures and other religions; developing a sense of belonging; and understanding issues relating to the environment and sustainability, to the respect for the value of cultural heritage. 4: Acting democratically, including respect for democratic principles; knowledge and understanding of political processes, institutions, and organizations; and knowledge and understanding of fundamental social and political concepts. Finally, it aimed at developing and reinforcing networks, increasing their capacity to operate at a transnational level, share and confront ideas, practices, and methodsAs we completely reached the goals, we are sure that this project will continue to have an impact not only in our school but in our territories where we are already considered as the points of reference.The Italian school has been awarded the EUROPEAN LANGUAGE LABEL.Students and teachers, having been trained properly, will also be coaches for our newly-enrolled students. All the schools will try to implement the results of our network with another school for tournaments of Debate in foreign languages.Finally, schools who have acquired in the two-year project a solid debate program continue to implement this knowledge into other subjects as well - for example, a “debate-like” oral examination in math’s class, or in Law and economics class where subjects are taught in CLIL methodology, the Debate approach can become a useful strategy, which encourages students to not learn by heart but understand the topic to be able to discuss it when having the oral examination.